Best Practise Guide when converting a Traditional class to a Hybrid class

As an instructor, you should invest significant effort in redesigning a traditional course to a successful hybrid course (Garnam & Kaleta, 2002). This is because the class seat time is reduced and a part of the learning activities are moved online. You should review the course goals and objectives and design new online learning activities to meet the set goals and objectives of the class. These activities must effectively integrate the online activities to the face-to-face meetings.  Simonson, Smaldino, Albright, and Zvacek (2009) suggest that while teaching at a distance, you require greater emphasis at the initial planning phase.

What are some of the pre-planning strategies to consider before converting a traditional program?

Simonson, Smaldino, Albright, and Zvacek (2009) suggest that  you should eliminate trial and error by;

·         Retooling the the courses by shifting the focus to visual presentations, engaged learners and careful timing or presentation of information.

·         Considering ways for illustrating key concepts.

·         Plan for interactive activities and group work.

·         Be prepared for technical problems that may occur.

·         Examine issues related to the separation of the instructor from the learners.

What aspects of the training program could be enhanced in the distance learning format?

This check sheet will identify whether you have made necessary adjust when converting to Distance Learning format.

Training Aspect		Yes	No
Course materials	Have you used figures, tables and other visual presentations (Simonson et al, 2009)
Course objectives	Have you redesigned the course to ensure focus is on pedagogy and not technology (Garnam & Kaleta, 2002).
Focus	Is the course should be learner centered
Group work and participation	Have you Constructed a supportive social environment through use of discussion boards or group wikis and make participation mandatory and part of the final grading
Assignments	Are the assignments clearly scheduled with specific due dates.
Grading	Have you provided grading rubric

How your role as trainer will change in the distance learning environment

Distance learning instructor role can appear contradictory and sometimes shifting in focus. During the design phase, the instructor can be both the instructional designer and the subject matter expert. Once the class is underway, the instructor role changes to that of an interactive facilitator.

You role as a distance learning instructor will require you to;

·         Take a back seat and guide the students by monitoring the discussion posts and regularly prodding participants to look at the material another way or to refocus the conversation back on course.

·         Have better presentation skills, some technical competencies, virtual management techniques, and the ability to engage students through virtual communication (Berge & Collins, 1995).

·         Understand the technical component of the software and hardware interfaces, systems access, passwords, and the like (Berge & Collins, 1995)

·         Play a social role with responsibilities such as building a learning community, helping students work in groups, and establishing a culture for productive interaction.

·         Keep online discussions on track, weave discussion threads, and maintains group harmony (Rohfeld & Heimstra, 1995).

·         Perform managerial responsibilities, from maintaining students’ records to facilitating self-directed learning. In a virtual environment, monitoring student progress can be even more difficult than in the classroom.

What steps will you take to encourage the trainees to communicate online?

Simonson et al., (2009) gives various recommendations to encourage communication among learners. They suggest that you must clarify the minimal acceptable standards for in-class communication and discussion. You should develop a detailed syllabus with clear instructions, deadlines, and guidelines to help students manage their responsibilities and time (Durrington, Berryhill & Swafford, 2006). Grading rubrics are the best method to share these expectations. You must reward students through grade points for contribution to the learning community. To assure that the learners understand the material correctly, you should also offer constant and timely feedback. You must remind the Learners to be sensitive to people of different cultures and orientations. They should also be respectful to everyone. The Learning and course management system should also support the learners, and provide an open forum for discussion.

References

Berge, Z. L. & Collins, M. P. (Eds.). (1995). Computer mediated communication and the online classroom. Volume II: Higher education. Cresskill, NJ: Hampton Press.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved  on October 20, 2011 from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/.

Garnam, C., & Kaleta, R. (2002, March). Introduction to Hybrid Course. Retrieved October 20, 2011, from Teaching with Technology today: http://www.wisconsin.edu/ttt/articles/garnham.htm   

Rohfeld, R W., & Hiemstra, R. (1995). Moderating discussions in the electronic classroom. In Computer-mediated communication and the on-line classroom. 3. eds. Berge, Z.L. & Collins, M.P. Hampton Press: New Jersey.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education. 4th Ed. Boston: Pearson.